Using Social Stories with Students with Social, Emotional, And Behavioral Disabilities: The Promise and the Perils

Garwood, Justin D.; Loan, Christopher L. Van

doi:10.1080/09362835.2017.1409118

Cited by 14 publications

(18 citation statements)

References 53 publications

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“…In line with previous research (Reynhout and Carter 2009;Varnava et al 2019), our preliminary survey confirmed that SS are often used to support adapting to change, that is managing transitions, novel situations, reducing anxiety, within primary education (ages 5-11). This is pertinent as the evidence for the effectiveness of SS largely draws upon research focussed upon reducing negative behaviour or increasing positive behaviour (Garwood and van Loan 2019;Kokina and Kern 2010;Qi et al 2018). Difficulties adapting to change are part of the RRB diagnostic criteria for autism (APA 2013) and high levels of anxiety co-occur in many people on the autism spectrum (O'Nions et al 2018;Simonoff et al 2008;Uljarević et al 2017).…”

Section: Discussionmentioning

confidence: 99%

“…As children on the autism spectrum typically have impaired social skills they often lack the ability to understand social cues and protocols. Social skills are essential for both academic and social success, as they facilitate peer acceptance and student–teacher relationships (Garwood and van Loan 2019 ). Such impairments can be a cause of distress and frustration, and using parental/carer report, Brereton et al ( 2006 ) identified greater disruptive, inattentive and anxious behaviour in children on the autism spectrum compared to children with intellectual disability.…”

Section: Introductionmentioning

confidence: 99%

“…increasing play skills—Barry and Burlew 2004 ; appropriate behaviour at lunchtime—Bledsoe et al 2003 ; or reducing disruptive behaviours—Crozier and Tincani 2005 ; Scattone et al 2002 ). However, a large number of reviews and meta-analyses have now been conducted and these reveal a less positive picture overall (Ali and Frederickson 2006 ; Garwood and Van Loan 2019 ; Kokina and Kern 2010 ; Leaf et al 2015 ; Mayton et al 2013 ; McGill et al 2015 ; Qi et al 2018 ; Test et al 2011 ). Such reviews yielded broadly similar conclusions, highlighting mixed findings in terms of effectiveness and raising a series of methodological weaknesses and reliance on single case study methodology.…”

Section: Introductionmentioning

confidence: 99%

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Digitally-Mediated Social Stories Support Children on the Autism Spectrum Adapting to a Change in a ‘Real-World’ Context

Smith

Constantin

Johnson

et al. 2020

J Autism Dev Disord

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Social Stories™ (SS) is a widely used intervention for children on the autism spectrum. A preliminary survey of 103 practitioners highlighted that SS are often used to support adapting to a change. This study investigated the use of digitallymediated SS to support ten children on the autism spectrum attending a school summer camp. Teacher perceptions of anxiety, understanding and closeness to the goal of the SS were assessed before and after the intervention (prior to the event). The pre-post-intervention comparisons highlighted significant improvements in child understanding, anxiety, and closeness to goal with medium-large effect sizes. The child's understanding and closeness to SS goal post-intervention related to their difficulties with the SS goal and their anxiety during the event.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Digitally-Mediated Social Stories Support Children on the Autism Spectrum Adapting to a Change in a ‘Real-World’ Context

Smith

Constantin

Johnson

et al. 2020

J Autism Dev Disord

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“…[ 13 , 14 ] A number of systematic reviews have been conducted on the effect of SS intervention for children with ASD. [ 13 – 15 ] However, there is currently no systematic review and meta-analysis of randomized controlled trials (RCTs). The primary aim of this study is to undertake a comprehensive systematic review and meta-analysis to evaluate SS in children with strong experimental designs, and tease out what factors influence their effectiveness.…”

Section: Introductionmentioning

confidence: 99%

Effects of social stories intervention for children and adolescents with autism spectrum disorders

et al. 2020

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Background: Autism spectrum disorder (ASD) is a common neurodevelopmental disorder, which lacks specific medical treatment. Intervention is the key point of rehabilitation training for ASD. Social stories (SS) are a commonly used intervention practice in individuals with ASD. However, there is mixed evidence on the effectiveness of SS. Thus, the objective of this systematic review and meta-analysis is to assess studies of the effects of SS for children and adolescents with ASD. Methods: To identify relevant studies, we will search PubMed, EMBASE, Cochrane Library, Web of Science, Google Scholar and trials registers (the World Health Organization International Clinical Trial Registration Platform, ClinicalTrials.gov, and Chinese Clinical Trial Register) from inception to May 2020. In addition, we will also perform handsearching of grey literature, such as conference proceedings and academic degree dissertations. Only the randomized control trials will be accepted, no matter what the languages they were reported. We will first focus on the effectiveness of the intervention on the behavior of the targets. Then we will do further analysis of the study design, including the length and intensity of intervention, the characteristics of participants and interveners, the methods of assessment, the place, the medium, and the economic feasibility. Two independent reviewers will carry out literature identification, data collection, and study quality assessment. Discrepancies will be resolved by a third reviewer. The Cochrane Risk of Bias Tool will be used to evaluate the risk of bias of the randomized controlled trials. Data analysis will be calculated using the STATA 13.0 software. Result: This study will offer new evidence whether the SS is an appropriate intervention of benefiting the children and adolescents with ASD, and to determine which factors affect the effectiveness of SS. Conclusion: The conclusion drawn from this systematic review will benefit the children and adolescents with ASD.

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“…Third, more recent methods (such as Tau‐ U , NAP and IRD) were designed to improve previously developed nonoverlap methods; however, their performance has not been compared and contrasted with that of methods developed earlier. Fourth, although recent research studies call for the use of certain nonoverlap methods rather than others (for example, Barton et al, ; Vannest & Ninci, ), studies continue to report treatment effect estimates using other nonoverlap methods (for instance, Bozkus‐Genc & Yucesoy‐Ozkan, ; Garwood & Van Loan, ; Karazsia, ). Given the proliferation of nonoverlap methods and widespread use of different methods across different studies, identification of methods to determine treatment effect that are superior to others would help practitioners and researchers make informed decisions about the methods they use (Parker et al, ; Rakap et al, ).…”

mentioning

confidence: 99%

Evaluation of treatment effect estimates in single‐case experimental research: comparison of twelve overlap methods and visual analysis

Yücesoy-Özkan¹,

Rakap²,

Gülboy³

2019

British J Special Edu

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The purpose of this study was to compare 12 commonly‐used nonoverlap methods with each other and with the results of visual analysis. Data were obtained from 25 studies focused on embedded instruction and schema‐based instruction and included a total of 101 graphs. Treatment effect estimates using 12 nonoverlap methods were calculated for each graph by hand or using an online calculator. Five experts conducted visual analysis of each graph. Results showed that strong agreements existed between visual analysis and PND, TauNOVLAP and Tau‐U when raw data were analysed, and PND, PNCD and PEM‐T when categorised data were analysed. Of the 12 methods investigated, PND had the highest agreement rate with visual analysis, followed by PEM‐T, PAND, PNCD, IRD, NAP and TauNOVLAP. Overall, visual analysis appeared to be more conservative, as most nonoverlap methods overestimated the treatment effect. Additional research is needed to replicate and potentially validate the findings of this study.

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Using Social Stories with Students with Social, Emotional, And Behavioral Disabilities: The Promise and the Perils

Cited by 14 publications

References 53 publications

Digitally-Mediated Social Stories Support Children on the Autism Spectrum Adapting to a Change in a ‘Real-World’ Context

Digitally-Mediated Social Stories Support Children on the Autism Spectrum Adapting to a Change in a ‘Real-World’ Context

Effects of social stories intervention for children and adolescents with autism spectrum disorders

Evaluation of treatment effect estimates in single‐case experimental research: comparison of twelve overlap methods and visual analysis

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